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Maine Effective School Library Program Standards

Prepared by the Maine Association of School Libraries Committee on Library Standards

July 2017


Maine Effective School Library Program Standards

Prepared by the Maine Association of School Libraries Committee on Library Standards

July 2017

Overview

The aim of these Maine School Library Program Standards is to provide an aspirational road map to excellence in quality school library programs. Changes in technology, pedagogy and philosophy have wrought fundamental shifts in the services and functions of a school library program. While some school libraries in the state function primarily as literacy resources and material management centers, others are focusing on information literacy and technology integration, while still others are embracing the maker movement and fostering partnerships with civic, crafts and business organizations to expand learning opportunities beyond the walls of the school.

All of these pursuits are worthy endeavors for a school library program, but no one library can excel in all areas simultaneously. Rather, the intentionally planned and administered library program works with school and district leadership to determine the most relevant and necessary areas of growth for its school based on the learning needs of the student population, local resources, staffing and physical space.

Highly effective school library programs cannot be created by a single individual. They are built through a common mission, vision, and investment by the whole school community. The activities of the library program are guided by its mission and vision statements, which align with school and district goals for student achievement. It is our intention to create clear, concise and actionable standards for the planning and evaluation of elementary, middle, and high school library programs. Our vision is that these program standards will provide a common language to help  librarians and administrators work together to select areas of focus for future growth.

We have divided 22 standards into three domains, reflecting various areas of school library service: 21st Century Learning, Learning Commons Approach, and  School Librarians as Leaders. The standards within each domain are subdivided into three levels of implementation: developing, effective, and highly effective. The highly effective designation is meant to be a rigorous standard of excellence that goes beyond what would be expected of an average school library program. Additionally, each standard lists “Examples of Evidence” that illustrate how a standard may be implemented  in  practice. These are intended as examples only, as there are many  ways to realize the ideals stated in the standard.

Table of Contents

Definition of Terms        4

Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Overview        6

Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards        7

1A. Curriculum        7

1B. Collaborative Planning        8

1C. Instruction        9

1D. Assessment        10

1E. Reader Advisory        11

1F. Literacy Instruction        12

Domain II. The Library as Learning Commons: Collection Development and Library Management Overview        13

Domain II. The Library as Learning Commons: Collection Development and Library Management Standards        14

2A. Materials and Resources        14

2B. Access        15

2C. Funding        17

2D. Space        18

2E. Environment        19

2F. Technology        20

2G. Library Media Specialist (LMS)        21

2H. Support Staff        22

2I. Schedule        23

Domain III: Librarians as Leaders: Professional Development and School Leadership Overview        24

Domain III. Librarians as Leaders: Professional Development and School Leadership Standards        25

3A. Professional Development        25

3B. Instructional Leadership        26

3C. Administrative Support        27

3D. Ethical Use of Information        28

3E. Program Planning and Evaluation        29

3F. Communication & Reporting        30

3G. Program Advocacy        31

Authors and Contributors        33

Special Thanks to NYSED        33

Endorsement Letter from Maine Library Commission & Maine State Library        34

Resources        35


Definition of Terms

Library Media Specialist (LMS) and Library Media Program Staff (LMPS): We intentionally use the term Library Media Specialist (LMS) in places where professional certification is required. As professional educators, Library Media Specialists can design curriculum and assessments and collaborate with other professional colleagues. They have specialized training in collection development and learning commons philosophy. Library Media Program Staff (LMPS) may include librarians, educational technicians and/or clerks. Library Support Staff (LSS) may be responsible for the materials management of a library program and, per Maine Department of Education guidelines, provide instruction under the guidance of a professional in accordance with their certification.

Library Media Program: The Library Media Program (LMP) encompasses the activities of the library and its staff. Depending on the school, this will include the technology resources and staff.

Learning Commons: A learning commons expands the use of a traditional library from a repository for physical materials to a flexible, technology-rich, shared space for a school community to learn, create and collaborate.

Inquiry-Based Learning: Inquiry-based learning is an active learning model based on constructivist theory. It emphasizes students actively asking questions and seeking meaningful answers, rather than being presented with established facts. The teacher is viewed as a facilitator of the inquiry-process, providing metacognitive strategies and reflection tools.

Information Literacy: In the Information Literacy Competency Standards for Higher Education, the ALA  defines information literacy as a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.Information literacy forms the basis for lifelong learning. It is common to all disciplines,learning environments, and levels of education. It enables learners to master content, extend their investigations, become more self-directed, and assume greater control over their own learning.

The Association of College and Research Libraries states that an  information literate individual is able to:

Information literacy is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. Because of the escalating complexity of this environment, individuals are faced with diverse, abundant information choices--in their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media, and the Internet--and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including print, audio and text, and these pose new challenges for individuals in evaluating and understanding it. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use information effectively.

Digital Literacy: For the purposes of this document, digital literacy is a part of the broader term information literacy (defined in detail above). The American Library Association Digital Task Force defines digital literacy as, “Digital Literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.” http://connect.ala.org/node/181197

Flexible/Fixed Schedule: Information and digital literacy instruction, facilitated by the LMPS,  is best taught across grade levels in collaboration with classroom teachers. Flexible scheduling on an as needed basis, as opposed to a scheduled recurring library class, allows the information literacy skills to be taught in context and promotes collaboration between teachers and the school librarian.

Works Cited:

“Digital Literacy Definition.” Digital Literacy Definition | ALA Connect, connect.ala.org/node/181197.

“Information Literacy Competency Standards for Higher Education.” ALA | Information Literacy Competency Standards for Higher Education, 20 July 2007, www.ala.org/Template.cfm?Section=Home&template=/ContentManagement/ContentDisplay.cfm&ContentID=33553#f1.

“Information Literacy Competency Standards for Higher Education.” American Library Association, 1 Jan. 2000, www.ala.org/acrl/standards/informationliteracycompetency.


Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Overview

The work of the Library Media Program spans the academic disciplines, but falls loosely in the categories of: information literacy, literacy support, and digital citizenship. Research has shown that these skills are best retained and generalized by students when they are taught collaboratively and systematically integrated into the curriculum across disciplines and grade spans.The primary function of a Library Media Program is to improve student learning outcomes. School librarians manage access to educational resources, provide alternative learning spaces, to create a culture of reading and inquiry, and provide direct instruction on 21st-Century Skills.

Domain I addresses the various areas of curriculum design and instruction LMPS are uniquely trained to provide. The role of the LMS may vary by school and available resources, but may include providing direct instruction and assessment, co-teaching, training classroom teachers, or working with district staff on curriculum design.

School libraries have strived to help students become independent lifelong learners. They support the Maine Guiding Principles, or skills of the 21st-Century Learner, by working alongside teachers administrators, and parents to prepare students for college and careers as well as lives of  civic engagement, positive social interaction, and creative pursuits.


Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards

1A. Curriculum

Students will receive comprehensive instruction on information and digital literacy following an inquiry-based process across grade levels and content areas.

Highly Effective

Effective

Developing

The LMS ensures that all students receive effective information and digital literacy instruction in collaboration with a classroom teacher across content areas. District has developed curricula with embedded information and digital literacy skills.

LMPS provides information and digital literacy instruction in specific content areas. District is developing curricula with embedded information and digital literacy skills.

LMPS occasionally provides information and digital literacy skills to portions of the student population without following any documented scope and sequence.

Examples of Evidence

  • Written curriculum at the district and/or school level
  • Inquiry-based model taught throughout the district/school
  • Formative and summative assessments of all students implemented either by LMS or classroom teachers
  • Evidence of LMS and classroom teacher collaboration
  • Information literacy lesson plans
  • Common Sense Media certification
  • Research project descriptors


Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards continued

1B. Collaborative Planning

LMS will collaborate with teachers to develop curriculum, integrate standards into classroom instruction, and co-teach information and digital literacy skills in the classroom.

Highly Effective

Effective

Developing

LMS regularly attends curriculum planning meetings with and plans and co-teaches units of study with classroom teachers.

LMS attends some curriculum planning meetings and plans and co-teaches units of study with classroom teachers.

LMPS uses the existing school curriculum to develop library lessons.

Examples of Evidence

  • LMP schedule is flexible
  • LMPS attend curriculum planning meetings
  • LMPS collaborates with teachers in assessing student learning
  • LMPS meet with grade level and content teams
  • LMPS participate in curriculum mapping initiatives


Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards continued

1C. Instruction

The LMS is an expert co-teacher and instructional leader, advocating for personalized, rigorous inquiry-based learning opportunities to ensure that all students develop skills to ask questions, evaluate sources, use information responsibly, and self-assess their learning process.

Highly Effective

Effective

Developing

All students have multiple opportunities to identify and pursue interests using an inquiry-based process in collaboration with the LMS. Students think critically and assess their own learning. Learning is structured for active engagement and is differentiated to challenge and support all students.

All students have the opportunity to pursue interests using an inquiry-based process in collaboration with the LMPS. Students think critically and assess their own learning. Learning is structured for active engagement and is differentiated to challenge and support all students.

Some classes have the opportunity to take part in inquiry-based research projects in collaboration with the LMPS, and/or students take part in research projects that are not inquiry-based.

Examples of Evidence

  • Makerspace
  • Genius Hour / Passion Projects
  • Explicit instruction on 21st Century Skills and Maine Guiding Principles
  • Capstone projects
  • School-wide inquiry process
  • Design process instruction
  • Coding
  • Student self-assessment and reflection tools


Domain I. 21st Century Learning: Curriculum Design, Instruction and Assessment Standards continued

1D. Assessment

LMS develops a consistent means of assessing students based on the curriculum and standards in conjunction with teachers.

Highly Effective

Effective

Developing

Student progress is evaluated by formative and summative assessments developed and administered by the classroom teacher in conjunction with the LMS.

Student progress is formatively assessed by LMPS under guidance of a LMS. Summative assessments are limited or developed and administered by the classroom teacher.

Student progress is monitored by the LMPS through formative assessments given in various content areas and reported to students through ongoing, informal classroom feedback from the LMPS. No summative assessment is administered.

Examples of Evidence

  • Develop rubrics with classroom teachers
  • Design and provide access to digital assessment tools
  • Display learning targets
  • Evidence of formative assessments
  • Self-assessment tools embedded in lessons


Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards continued

1E. Reader Advisory

LMS encourages students to become independent, lifelong readers by promoting reading, providing access to diverse and leveled resources, and organizing school-wide literacy events.

Highly Effective

Effective

Developing

LMP sponsors school-wide literacy events and encourages and motivates students and adults to read for pleasure and independent learning. Reading culture extends beyond school to broader community, involving students, teachers, parents, community members, and public libraries.

The LMPS  are seen as the school’s experts in recommending reading materials for students, teachers and curriculum support.

LMP sponsors school-wide literacy events and encourages and motivates students and adults to read for pleasure and independent learning.

The LMPS are seen as a resource in recommending reading materials for students, teachers and curriculum support.

LMP promotes reading through library displays, special events in the library and/or read-alouds.

Examples of Evidence

  • Literacy events
  • Book talks
  • Staff, student, and community book clubs
  • Storytime read alouds
  • Author visits
  • Customized recommended reading lists
  • Instruction on/access to online sources of recommended reading, such as Common Sense Media, NoveList, Goodreads, Biblionasium
  • Summer reading programs

Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards continued

1F. Literacy Instruction

LMP reinforces literacy strategies as outlined by district literacy goals.

Highly Effective

Effective

Developing

LMP instruction reinforces district approach to reading instruction.

LMS collaborates with literacy specialists, special education staff, and classroom teachers to develop targeted, rigorous, and differentiated instructional strategies. Literacy skills are intentionally taught/reinforced during instruction, and reading instruction is embedded in information literacy lesson plans.

LMP instruction reinforces district approach to reading instruction.

Literacy skills are intentionally taught/reinforced during instruction, and reading instruction is embedded in information literacy lesson plans.

LMP reinforces literacy skills when possible during instruction, book groups and in information literacy lesson plans.

Examples of Evidence

  • LMS participates in RTI process
  • LMS consults with special education and literacy interventionists to differentiate lessons for students
  • LMS explicitly reinforces literacy strategies are explicitly referenced in information literacy and read-aloud lessons
  • LMS hosts and/or participates in family literacy events
  • LMS uses nonfiction text features and structures for locating information and determining relevance & instruction
  • LMS teaches  literacy strategies for locating information and comprehension (skimming, scanning)
  • LMS teaches reading strategies and tools for digital texts

Domain II. The Library as Learning Commons: Collection Development and Library Management Overview

Traditionally Library Media Programs have been spaces where students and staff could access books, individual and small group study areas, copiers, computers, and audiovisual materials and equipment. As our tools and methods of teaching and learning have expanded, so too have the kinds of spaces and materials that are available in school libraries. The common term for the 21st Century Library is the Learning Commons, which embraces a philosophy of dynamic learning spaces, seamlessly integrated with the latest technology where learners not only access and consume information, but also create new information. The Learning Commons model will have flexible spaces, with furniture that can be easily moved, 24-hour access to digital materials available through a dynamic presence on both  the web and social media, and technology for creating, combining, and presenting all forms of media. Library Media Programs might also host makerspaces, 3D printers, video and music production studios, in addition to collections of high-interest and up-to-date books and periodicals.

Library Media Programs provide access to materials and resources that support rigorous and relevant learning opportunities for all students and staff. An investment in the school library positively affects all the members of the school community, regardless of ability, curriculum, or background. Highly effective school libraries serve to “level the playing field” for learners of diverse populations and provide a welcoming safe space for the entire school community.  

Highly Effective Library Media Programs extend learning opportunities beyond the walls of the school. They provide spaces for speakers and visiting artists, and access to virtual meetings and learning opportunities through digital technologies. The Library Media Program connects students a staff to relevant resources through expertise in connecting through the use of social media. The Library Media Specialist curates digital resources through well-designed research guides, carefully selected databases, and through social media and other current technologies.


Domain II. The Library as Learning Commons Standards

2A. Materials and Resources

Student needs for learning resources are met through well-developed collections of materials in a variety of formats.

Highly Effective

Effective

Developing

The LMP maintains a comprehensive, diverse, and up-to-date collection in multiple formats built collaboratively based on district collection development policy and the library mission. The collection is evaluated continuously to support standards, curriculum and diverse learning needs. The collection is weeded regularly to maintain relevance, accuracy, and current interest and holds 15-25 print, digital, and electronic titles per student.

The LMP maintains a comprehensive diverse, up-to-date collection in multiple formats built based on district collection development policy and the library mission. The collection supports standards and curriculum with some student and faculty input. The collection is weeded regularly to maintain relevance, accuracy, and current interest and holds 10-15 print and electronic titles per student, including resources for students with special needs.

The collection is built following district approved selection policy and library mission. The collection is weeded regularly to maintain relevance, accuracy, and current interest and holds 5-9 print and electronic titles per student.

Examples of Evidence

  • Collection development policy in place and current with existing media formats
  • Student and teacher evaluation of collections
  • Interlibrary loan process in place
  • Collection statistics generated and assessed regularly
  • Access to a library catalog and state-provided databases
  • Curated lists of approved and recommended apps, software, and other educational technology
  • Web presence includes curated access to websites, state developed-resources (e.g. free and subscription databases)
  • Collection includes reading materials that represent diverse perspectives and opinions
  • Access to materials for creation as well as for consumption (e.g.craft supplies, cameras, building materials, audio-visual production equipment)
  • Access to special equipment, such as digital microscopes, portable DVD players, document cameras
  • Materials written in other languages to reflect needs of ELL population
  • Collection offers cultural perspectives to ALL students that might not be otherwise available


Domain II. The Library as Learning Commons Standards continued

2B. Access

Students have flexible and equitable access to the library and its resources, which support their academic and personal learning and meet diverse learning needs. Library materials are considered part of the school curriculum and effort is made to provide free and open access.

Highly Effective

Effective

Developing

The digital and print collections are organized in response to student and school staff interests and needs. Stakeholders develop policy and procedures collaboratively to ensure collections, resources, and services are available to  all learners during and after the school day, including continuous remote access to all electronic materials.

The digital and print collections are developed in response to student and school staff interests and needs. The collection includes a range of easily accessible resources, technologies, and services, which meet diverse student information needs. Organization of the Learning Commons allows for flexibility to meet changing needs and encourages independent use and discovery.

Student and school staff interests and needs are considered in the development of digital and print collection. Collection effectively uses and maintains a logical system for organizing and making information available to students and staff.

Examples of Evidence

  • Online learning commons presence provides all-hours access
  • Student and teacher feedback on library collection and organization
  • Library materials policies ensure all students may reasonably access library materials, regardless of overdue and lost books
  • All students in the school have access to the library and its resources
  • LMP signage is adequate and developmentally appropriate
  • Genrefied or other patron-centered collection organization
  • Website with online resources, including email address for LMPS, is available 24/7
  • Calendars and other systems of reserving shared technology and library materials are available
  • Interlibrary loan services are available
  • Access to state-developed materials is available


Domain II. The Library as Learning Commons Standards continued

2C. Funding

The LMP has adequate, sustained funding to support students in attaining the learning standard and achieve school mission, goals and objectives. The LMPS acts as a responsible steward of its funds, making careful and judicious purchases and seeking out free resources and outside funding opportunities whenever possible.

Highly Effective

Effective

Developing

LMS proposes a budget that reflects an understanding of school community priorities so as invest in resources that support student learning. Budget is supported with district funding that meets identified collection, facility, and staffing needs as described under "Highly Effective" in this document.

The LMPS regularly revisits vendor pricing options. LMPS seeks out free materials and additional sources of funding to supplement budget.

District makes a strategic investment in the LMP. District supports budget to meet identified collection, facility, and staffing needs as described under "Effective" in this document.

The LMPS spends funds based on circulation data, curriculum needs, and collection statistics, regularly investigates vendor offers, and pursues discounted material.

LMPS is consulted on budget and funding needs. District supports budget to meet identified collection, facility, and staffing needs as described under "Developing" in this document.

LMPS spends allocated funds each year on materials for the library.

Examples of Evidence

  • Adequate library budget developed annually in collaboration with administrators and stakeholders
  • Yearly reporting of expenditures and collection growth
  • Grant writing and  fundraising
  • Participation in state provided vendor discounts
  • LMPS requests quotes from  multiple vendors
  • LMPS researches vendors before purchasing materials

Domain II. The Library as Learning Commons Standards continued

2D. Space

LMP facility is conducive to learning and flexible in meeting the needs of students and the community.

Highly Effective

Effective

Developing

LMP facility is inviting, large, and versatile, with space to accommodate  multiple groups and individuals with different learning styles simultaneously. Furniture, shelving, displays, lighting, and technology allow for safe, flexible use, including by individuals with disabilities. The facility is dedicated to LMP use.

LMP facility is barrier­-free, accessible to all, including individuals with disabilities.  Furniture, shelving, displays, lighting, and technology accommodate simultaneous use by whole classes, small groups, and individuals.  The facility is dedicated to LMP use, and is rarely disrupted  for other purposes.

LMP facility is accessible to individuals with disabilities. Furniture, shelving, lighting, and technology are functional, but limited in accommodating whole groups, and individuals simultaneously. The facility is dedicated to LMP use, but is sometimes disrupted for other purposes.

Examples of Evidence

  • LMP space can be adapted for a variety of purposes, as required by the library and greater school community
  • The furniture of the library is designed to be easily moved
  • Areas of the library are designed for different uses
  • Makerspaces, sound and video recording areas are present
  • Materials both for consuming and creating content is readily available
  • Displays and signage inform school community of digital, maker and other resources
  • Area and overhead lighting is adequate for tasks
  • Library is used for cultural events

Domain II. The Library as Learning Commons Standards continued

2E. Environment

Students seek opportunities to participate in the school’s LMP, a recognized center of learning and diversity that fosters an atmosphere of exploration, interaction, reading, and personal expression.

Highly Effective

Effective

Developing

A stimulating environment makes the LMP a focal point of learning; LMP resources encourage  discovery, exploration and independent study; a variety of spaces accommodate different learning styles; LMP proactively provides access to individuals with disabilities and resources in different levels and languages.

LMP provides respectful environment:  Users feel welcome to research, read, and work independently; LMP is active in meeting user needs; space is organized, easy to navigate, resources are at different levels, and accessible to individuals with disabilities.

LMP is quiet, clean, functional, and used mainly for classes. LMP is reactive in meeting user needs; there is limited variety of resources at various levels, with accessibility in development.

Examples of Evidence

  • LMPS greet students and staff
  • LMPS assists in helping students and staff locate and access materials
  • LMPS encourages circulation and use of materials
  • Signage is welcoming and informative
  • Displays and promotions are engaging and change often
  • Expectations of behavior are responsive and reflective of a variety of student and community needs
  • Library environment encourages the 4 Cs: Collaboration, creativity, communication and critical thinking.
  • Overdue and lost library materials are treated as a learning opportunity for students and addressed in an empathetic and caring manner.
  • Speakers and other cultural programming offered through the LMP

Domain II. The Library as Learning Commons Standards continued

2F. Technology

The LMP integrates technologies that impact student achievement into teaching and learning.

Highly Effective

Effective

Developing

Educational technology designed to impact student achievement is seamlessly integrated into instruction district­wide.  Curriculum materials are accessible by the whole school community in multiple formats and languages.  LMS provides leadership in evaluation and implementation of instructional technologies.

Up-to-date instructional technology and assistance is available for classroom teachers and students through the LMP. LMP operations are completely automated: Web presence is dynamic and current; technology is regularly used as a learning and literacy platform in most content areas.

Access to audio, video, and instructional technology through LMP is limited and provided only to classroom teachers. Automation technology is used for circulation management and access to the LMP catalog. LMP web presence provides limited access to resources for students.

Examples of Evidence

  • School-wide rubrics on technology standards
  • Remote access to resources, including experts in the field, virtual field trips, and peer sharing
  • Electronic databases are available
  • Broadband connected LMP computers and devices
  • High-­traffic LMP web pages
  • Dynamic website guides users to relevant and carefully curated resources that supports curriculum and personal interest
  • Recommends apps, software and digital tools based on educational value, student privacy, and relevance
  • LMPS consults and co-teaches on the use of  technology with classroom teachers
  • LMPS manages student accounts, passwords, and permission to publish
  • LMPS uses social media to make LMP accessible and  visible to the school community


Domain II. The Library as Learning Commons Standards continued

2G. Library Media Specialist (LMS)

Student learning is improved  through access to a certified LMS.

Highly Effective

Effective

Developing

Students have access to skilled LMP instruction as a component of all subjects. LMP is staffed full-time by a certified LMS, in a ratio of approximately 1 to 500 students, with well-qualified, adequate support staff to meet the program needs.

Students have access to skilled LMP instruction as a component of many subjects. LMP is staffed by a full-time certified LMS, in ratio of approximately 1 to 700 students, with support staff adequate to meet program needs.

Some students have access to skilled LMP instruction as a component of some subjects. LMP is staffed by a certified LMS and support staff, but support staff is part-time or in sufficient ratio to meet student instructional program needs.

Examples of Evidence

  • LMP is managed and supervised full time by a certified LMS
  • LMS works collaboratively with staff at each grade level to develop relevant and timely instruction
  • LMS provides direct instruction to students on a regular basis
  • LMS regularly meets with faculty
  • LMS is recognized as a teacher by the students, faculty, and administration
  • LMS is considered a resource for materials recommendations, technology integration, and ethical use of information


Domain II. The Library as Learning Commons Standards continued

2H. Support Staff

Student learning is improved through access to well-qualified support staff guided by a certified LMS.

Some programs, facilities, and levels of service will require more than one support staff member for each professional.

Highly Effective

Effective

Developing

At least one full-time qualified educational technician or clerk is available to the LMP. Support staff provide assistance to students and faculty with non-instructional library needs, oversee the daily operations of the LMP, offer additional library and technical support.

Educational technicians effectively support instruction under the guidance of the LMS.

A full-time qualified educational technician or clerk is available to the LMP. Support staff provides assistance to students and faculty with non-instructional library needs, oversees the daily operations of the LMP, and offers additional library and technical support.

Limited support staff is available to provide assistance to students and faculty with non-instructional library needs, to support the daily operations of the LMP,or to offer additional support.

Or support staff is not effective at fulfilling these functions.

Examples of Evidence

  • Appropriate staffing levels
  • Library staff works collaboratively with LMS to complete tasks and provide effective support of LMP
  • Performs basic technology  troubleshooting for school community
  • Assists with audiovisual equipment setup and maintenance
  • Promotes use of the library resources and reading for pleasure
  • Effectively manages circulation tasks
  • Maintains a neat and organized library environment
  • Maintains and manages use of shared technology resources
  • Library support staff maintains certification and participates in ongoing professional development

Domain II. The Library as Learning Commons Standards continued

2I. Schedule

The LMP operates on a flexible schedule throughout the school day to allow equitable and responsive school community access to library staff and resources.

Highly Effective

Effective

Developing

Students have access to LMP throughout the entire school day for a variety of resource needs through a flexible schedule. The LMS schedule includes common meeting time with school staff, library colleagues and administrators. Support staff supervises LMP when LMS is teaching or meeting. Library and staff are available beyond the regular school day.

Mix of fixed and flexible access is maintained based on student and curriculum needs; LMP is sometimes used to provide classroom teacher planning time; planning collaborative instruction to meet student needs is in development. The LMPS schedule sometimes includes common meeting time with school staff, library colleagues and administrators.

The LMP maintains a fixed schedule of instruction for all students. The LMPS can occasionally meet with school staff, library colleagues and administrators.

Examples of Evidence

  • The library facility is open and staffed the entire school day
  • Students can access resources that support their academic and personal at all times, in person or online 
  • Students can access supportive and knowledgeable library staff support to meet diverse learning needs throughout the school day
  • The LMS maintains a shared calendar of instruction and facility use
  • The LMS regularly participates in grade level and/or content area meetings
  • The LMS attends relevant department meetings and trainings, such as technology, curriculum, administration
  • Library hours are available before school, after school, during breaks, during summer school,  and on family library nights
  • Email access to LMS outside of school hours, during breaks, and over the summer
  • LMP sponsors after school library programs (e.g. coding, book clubs, etc)

Domain III: Librarians as Leaders: Professional Development and School Leadership Overview

The highly effective Library Media Specialist is a leader in the school community. This domain of the program standards focuses primarily on the Library Media Specialist and the role that he or she serves in the school community.

With professional training both in library science and education, a Maine state certified Library Media Specialist is a uniquely trained staff member, and as such, he or she can play a strong role in helping to guide instruction in the school community at-large.

The Library Media Specialist is recognized as a resource for all members of the school, including teachers and students, administration, support staff and families. Being visible, trusted and respected is an important part of being an effective school librarian.

The leadership of a Library Media Specialist can take many forms in response to the needs of the school and direction of the administration.  Library Media Specialists might serve on building leadership teams, enrichment committees, curriculum teams, or similar professional groups. They might provide staff development on the meaningful use of technology, the stages of the inquiry process, skills for 21st-century learners, or children’s and young adult literature. LMS are often building leadership on the ethical use of information, including protecting intellectual property, ensuring intellectual freedom, and protecting the safety and privacy of students online.

Additionally, a Library Media Specialist commonly manages paraprofessional and volunteer staff members. The Library Media Specialist has a clearly articulated vision and goals for the library program and effectively guides the work of other Library Media Program staff towards that end.

Finally, because a Library Media Specialist has a unique role in the school community, it is important that he or she maintains active professional relationships with librarians within and beyond his or her school district. The Library Media Specialist may seek to work with other district librarians, participate in state organizations (e.g. MASL, ACTEM, and ISTE) or engage in social media networks. Being aware of new technologies and resources to share with the school community, as well as the standards that guide school library programs, is an essential part of the highly effective Library Media Specialist’s job.

Domain III. Librarians as Leaders: Professional Development and School Leadership Standards

3A. Professional Development

LMPS participates in professional development to help improve student outcomes.  

Highly Effective

Effective

Developing

LMS provides and attends professional development for local (district), regional, state and national professional organizations in the areas of: curriculum, instruction, new resources, information access, and technology for student learning.

LMPS attend professional development and conferences, provides in district professional development activities, and seeks opportunities for advanced education.

LMPS participate in professional organizations.

LMPS participation in professional development, conferences, professional organizations, or ongoing advanced educational study is limited or nonexistent.

Examples of Evidence

  • Presenter for school and district staff professional development
  • Professional organization membership
  • Journal and/or blog publications
  • Conducts professional development on use of technologies and online resources (MARVEL)
  • Hosts webinars
  • Participates and/or moderates online professional learning through social media communities
  • Subscribes to and readswith professional publications
  • Actively participates in conferences and ed camps
  • Shares learning and knowledge with staff through consulting, co-teaching and participating on committees


Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued

3B. Instructional Leadership

The Library Media Specialist is a leader in school-based initiatives that affect student learning.

Highly Effective

Effective

Developing

LMS is an active leader in the school community in the areas of pedagogy, curriculum, technology, and research-based practice.  LMP intentionally aligns with district curriculum and state and national standards.

LMS is aware of school priorities, provides input to the leadership team, participates in some professional development, helps arrange PD for staff upon request by administration; LMPS participates in district library initiatives, resource sharing and professional development  activities.

LMP has limited involvement in establishing school priorities and instructional goals, seldom participates in or offers professional development in use of LMP resources, and does not participate in district level professional development.

Examples of Evidence

  • LMS serves on school leadership teams
  • LMS participates in family academic outreach
  • LMS participates in parent-teacher conferences
  • LMS serves on standards and curriculum committees
  • LMP shares benchmarks with district, state and national standards
  • LMP actively aligns library program activities with district curriculum standards
  • LMP develops and maintain district standards
  • LMP supports staff in helping students meet standards


Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued

3C. Administrative Support

The Library Media Program is supported by the collaborative efforts of the library media program staff, administration, and school community.

Highly Effective

Effective

Developing

LMP evaluation and goals are implemented with administrative input. LMS meets regularly with administration on the role of LMP as integral to district goals. Administration actively supports LMS collaboration with classroom teachers.

Administration supports LMP fiscally, verbally, programmatically, at building, district, and regional levels. LMS and administration meet occasionally to define LMP goals. Administration supports LMS role in teaching information literacy skills in curriculum.

LMP and administration occasionally meet to discuss LMP goals and objectives. The administrator has limited awareness of goals and activities of the LMP.

Examples of Evidence

  • Administration/LMS meetings
  • Impact of LMP on student achievement is communicated to school board
  • LMPS provides annual report on LMP to  administration
  • LMP is included in school development plans
  • LMP co-plans reading promotion programs with school
  • District provides funding for LMP initiatives
  • LMP is included in budget planning
  • School administration presents work of LMP to upper administration and families
  • School district administration provides substitute coverage when staff is out


Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued

3D. Ethical Use of Information

The Library Media Program provides instruction and leadership to the school community on intellectual freedom, intellectual property and privacy.

Highly Effective

Effective

Developing

LMS participates in maintaining clearly articulated, up-to-date school/district policies on the ethical use of information.

LMS provides school leadership, staff development and student instruction on ethical use of information, intellectual property and technology.

LMPS upholds school/district policies on ethical use of information.

LMPS models ethical use of information for staff members and provides instruction to students on the ethical use of information, intellectual property and technology.

LMPS upholds school/district policies on ethical use of information.

LMPS provides students with informal instruction on the ethical use of information, intellectual property and technology.

Examples of Evidence

  • Collection development policy clearly articulates intellectual freedom standards
  • Collection development policy includes procedures for challenges for materials
  • LMPS advocate for student intellectual freedom
  • Circulation system settings protect the privacy of students, in accordance with intellectual freedom and privacy laws.
  • LMPS advocate for copyright law to be upheld
  • Students receive instruction on copyright, avoiding plagiarism, and citations
  • Staff view LMPS as a resource for questions about copyright and fair use
  • LMPS review all digital resources to safeguard student privacy
  • Student acceptable use policy is in place and enforced


Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued

3E. Program Planning and Evaluation

Progress in student achievement in the library media program is monitored, assessed, and analyzed to inform decisions.

Highly Effective

Effective

Developing

LMP is built on a long term comprehensive strategic plan developed collaboratively with the school community, and aligned with district goals and objectives, and includes ongoing,

evidence-­based evaluation.

LMP has a short ­range plan developed annually to address program design and resource needs. The plan takes into consideration evidence of learning and school and district mission and goals. Program evaluation and goal setting processes take place regularly.

LMP operates in isolation, has a short term, unarticulated plan for program needs and goals, and has little or no organized collection and evaluation of evidence of learning.

Examples of Evidence

  • Library Advisory Committee (school community represented)
  • Building/ District Leadership Team input
  • Regular formal program evaluation
  • Written goals and objectives, with timelines
  • Evidence of learning outcomes
  • Surveys, observations
  • Prioritized program budget
  • Statistics, data, and analyses of various aspects of the LMP such as collection, circulation, library visits
  • Staff and student surveys to collect input into the LMP


Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued

3F. Communication & Reporting

Impact of library media program policies and services on student achievement is communicated throughout the school community.

Highly Effective

Effective

Developing

The impact of LMP policies and services on students is frequently, promptly, and efficiently communicated using a wide variety of communications tools to promote LMP services to the school community, teachers, students, parents, and district administration.

The impact of LMP policies and services on students is regularly, and efficiently communicated using a variety of communications tools to promote LMP services to teachers, SLS, and school administration.

Little or no communication with regard to the impact of library media program policies, procedures, or services impact on students is in evidence, or limited and infrequent use of available avenues for communication.

Examples of Evidence

  • LMP web page, infographics, newsletter, social media presence
  • LMP presents at faculty and staff meetings
  • LMP resents to the Board of Education
  • LMP exhibits, posters, bookmarks
  • LMP provides monthly and/or annual reports
  • LMP communicates statistics on  resource use
  • LMP provides in­service workshops
  • LMP participates in open house
  • LMP has presence at school functions
  • LMS attends school functions
  • LMP participates in planning enrichment
  • LMPS promotes LMP in local media


Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued

3G. Program Advocacy

A focus on student achievement guides an advocacy plan that builds support of decision makers, and actively seeks resources and funding, for a highly effective school library program.

Highly Effective

Effective

Developing

LMP actively follows a written, coordinated, comprehensive action plan for creating support, obtaining resources and funding, and marketing the LMP within the greater school community; the action plan is evaluated and reviewed annually. The advocacy plan reflects the goals of the larger school and district community in terms of student academic achievement.

LMP advocacy plan clearly addresses school and administrative goals in regards to student achievement. The school community receives regular updates on LMP resources and services; opportunities to advocate for LMP are welcomed when offered; there is a plan for regular assessment of school

needs and LMP responses.

LMP has no organized plan for creating support within the school community; little information about LMP is available upon request; there is little or no marketing or

promotion of LMP.

Examples of Evidence

  • Written LMP marketing plan
  • Website promoting services
  • Organized displays, exhibits
  • Distribution of resource lists linked to standards and curriculum
  • Friends of Library group
  • LMS participates in grant writing and fundraising for the LMP
  • Annual LMS meeting with administration on budget planning
  • LMS input on school/district technology plan
  • Coordination with PTA on fundraising for LMP
  • Publicly promoted programs such as summer reading, author visits, and reading incentives
  • Sharing of LMP impact studies

Authors and Contributors

Project Lead: Jennifer Stanbro: South Portland School Department  K-5 Library Information Integrator; K-12 Library Department Coordinator; MASL Advocacy Chair; Contact information: stanbrje@spsdme.org

Contributors:

Megan Blakemore: South Portland School Department Dyer Elementary School K-5 Library Information Integrator

Amy Denecker: Windham High School, School Librarian

Amanda Kozaka: Cape Elizabeth Middle School, Library and Instructional Technology Specialist, MASL President-Elect

Cathy Potter: Falmouth Middle School, School Library Media Specialist, MASL Secretary

Meg Rooks: Portland Public Schools, Middle School Library Media Specialist

Amy Ryder: RSU 73 Spruce Mountain Schools District Librarian pK-12

Sherry Wyman: Maine Department of Education School Library/ Technology Integration Coordinator

Endorsed by the Maine Association of School Librarians

Special Thanks to New York State Education Department


Letter of Endorsement by Maine Library Commission and Maine State Library

To see the full letter, please visit the Resources page of the MASL website.


Resources

American Association of School Librarians

Empowering Learners: Guidelines for School Library Programs

http://www.ala.org/aasl/standards/guidelines/outline

Colorado Department of Education

Highly Effective School Library Program

https://www.cde.state.co.us/cdelib/2016heslprogram

Future Ready Librarians

http://futureready.org/program-overview/librarians/

International Society for Technology Educators

https://www.iste.org/

New York State Education Department

School Library Media Program Evaluation Rubric

http://www.nysed.gov/school-library-services/teachers/nysed-school-library-media-program-evaluation-rubric

South Carolina Department of Education

South Carolina Standards for School Library Resource Collections http://www.richlandone.org/cms/lib011/SC02209149/Centricity/domain/131/library%20media/SCStandardsforSchoolLibraryResourceCollections2016.pdf 

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